Finding Your Voice with Dyslexia and other SpLDs

Description

Finding Your Voice with Dyslexia and other SpLDs is an essential guide to living with dyslexia and other specific learning difficulties (SpLDs). The book provides readers with a practical guide to expressing and developing ideas and feelings. Uniquely designed for dyslexic/ SpLD readers, this book discusses how individual people function and will help readers to: •understand how they think •know what they can do to maintain clear thinking •know how they can positively contribute to any situation in which they find themselves. When people with SpLD find their voice, they gain the self-esteem and confidence to tackle all elements of life (study, employment, general living) and to negotiate sucessfully with those around them. The book contains stories, insights, examples, tips and exercises, presented in a user-friendly way throughout. The book has also been designed for non-linear reading and each chapter includes a ‘dipping-in’ section to guide the reader. The book does not have to be read as solid, continuous text from start to finish: it can be read more like a travel guide. As well as providing vital assistance to people with dyslexia and other specific learning difficulties, this book will benefit anyone supporting, living or working with dyslexic/ SpLD people by helping them to understand more about the dyslexic/ SpLD world. Cover Half Title Mind maps of the series Copyright Title Dedication Where to start Information and tip boxes Summary of the chapters Map of this book Acknowledgements Author typesetting revision Addendum Illustrations Contents Useful Preface This is worth reading Mind map and Contents What to expect from this book Useful Preface summary Templates on the website Appendix 1 1 Dipping-in to try out ideas 2 Context, including The Philosophy of this Series 3 Major precaution 4 Different ways to read 4.1 Exercise: reading style 4.2 Something goes wrong with reading 5 What do you want to explore? 5.1 Initial purpose for reading 5.2 Reader groups 5.3 Reading to find out about a theme 6 This book: Finding Your Voice with Dyslexia and other SpLDs 6.1 Different ways of thinking 6.2 Aims, outcomes and benefits 6.3 Caveat about the theories used in this book 7 The series: Living Confidently with Specific Learning Difficulties (SpLDs) 7.1 Readership/ audience 7.2 Summary of the series 7.3 Aims and outcomes 7.4 Distinguishing between the different SpLDs 7.5 The way forward References and website information Chapter 1 Living Confidently Mind map and contents Vital for dyslexic/ SpLDs, good practice for all Working with the chapter Templates on the website Appendix 1, 2 and 3 1 Dipping-in to try out ideas 2 Context 3 Conscious choices 4 Unorthodox thinking 5 Observe with an open mind 5.1 You have to listen to yourself 5.2 Explore how you think best 5.3 Tasks not going to plan are useful 5.4 Best thinking varying at different stages of a task 5.5 Progress improved 5.6 No progress when best thinking is not used 5.7 Absence of best thinking magnifies the problems of dyslexia/ SpLD 5.8 New situations or tasks undermine dyslexia/ SpLD management 5.9 Stress increases the effects of dyslexia/ SpLD 6 Methods for observing 6.1 Know your own mind 6.2 How do you teach or pass on information? 6.3 What perspective shows through the way you speak or the language you use? 6.4 How do you do a task? 6.5 Taking-action and thinking preferences 6.6 Cycles of observation 6.6.1 Monitoring progress 6.6.2 Recall and check 6.7 Triggers into dyslexia/ SpLD 7 An individual, personal profile of dyslexia/ SpLD 7.1 Your profile may change over time 7.2 Developing your profile 7.3 Pitfalls 7.4 Accommodation 8 Regime for managing dyslexia/ SpLD 8.1 See potential dyslexic/ SpLD pitfalls 8.2 Pause and keep thinking clearly 8.3 Know how your mind works 8.4 Know what your goals are 8.5 Building your regime 9 To manage or not to manage 10 Summary: your personal profile and your regime for managing dyslexia/ SpLD References and website information Chapter 2 About the Mind Mind map and contents Vital for dyslexic/ SpLDs, good practice for all Working with the chapter Templates on the website Appendix 1, 2 and 3 1 Dipping-in to try out ideas 2 Context 3 A little physiology 3.1 Brain growth 3.2 The timing of thoughts 3.3 Duration of thoughts 3.3.1 Long-term memory 3.3.2 Learning 3.4 Arousal system 4 A little psychology 4.1 Working memory 4.1.1 Perception 4.1.2 Phonological loop and visuo-spatial sketch pad 4.1.3 Central executive 4.1.4 Episodic buffer (capacity and chunking) 4.1.5 Hedonic detector 4.1.6 Development of the model for working memory 4.2 Further comments 4.2.1 Forgetting 4.2.2 Eysenck's theory of processing efficiency 4.2.3 Being alert 4.2.4 Automaticity 4.3 Long-term memory 4.3.1 Episodic memory 4.3.2 Semantic memory 5 Relevance of ideas to dyslexia/ SpLD 5.1 Perception 5.2 Phonological loop and visuo-spatial sketch pad 5.3 Central executive 5.4 Habitual action 5.5 Supervisory attentional system, SAS 5.6 Episodic buffer 5.7 Hedonic detector 5.8 Forgetting 5.9 Eysenck's theory of processing efficiency 5.10 Long-term memory 5.11 Long-term memory assisting working memory 5.12 Being alert 5.13 Automaticity References and website information Chapter 3 Using the Mind Mind map and contents Vital for dyslexic/ SpLDs, good practice for all Working with the chapter Templates on the website Appendix 1, 2 and 3 1 Dipping-in to try out ideas 2 Context 3 Purposes of thinking 3.1 Immediate use and input information 3.2 Learning knowledge 3.2.1 Understanding 3.2.2 Using knowledge 3.3 Acquiring and developing a skill 4 Techniques to assist using your mind 4.1 Mind set: mental preparation 4.2 Chunking 4.3 Using Thinking Preferences 4.4 Recall 4.5 Memory consolidation 4.5.1 Systematic reviews 4.6 Feedback 4.7 Catching thoughts as they cross your mind 5 Cognition, awareness 5.1 Concentration 5.2 Metacognition, awareness of ourselves 5.3 Observing others 5.4 Reflection 5.5 Making connections 5.6 Prioritising 6 A model of learning 6.1 Input information 6.2 Immediate use 6.3 Feedback loop 6.4 Long-term memory 6.5 Recalling and using directly 6.6 Developed use 6.7 Subliminal learning References and website information Chapter 4 Thinking Preferences Mind map and contents Vital for dyslexic/ SpLDs, good practice for all Working with the chapter Templates on the website Appendix 1, 2 and 3 1 Dipping-in to try out ideas 2 Context 3 Senses 3.1 Visual thinking 3.2 Aural and verbal thinking 3.3 Kinaesthetic thinking 3.3.1 Other kinaesthetic experiences 4 Rationale or framework 5 Holistic vs. linear styles of thinking 5.1 Holistic thinking 5.2 Linear thinking 6 Myers-Briggs Personality Type (MBPT) 6.1 MBPT mental functions and attitudes 6.2 Motivation 6.3 Implications for dyslexia/ SpLD 6.4 Examples of problems solved using Myers-Briggs Personality Types 6.5 Steps for using MBPT insights to help with dyslexia/ SpLD 7 Multiple Intelligences (MI) 7.1 Summary of Multiple Intelligences 7.2 Eight intelligences 7.3 Core operations and end-state performance 7.4 The 8th Intelligence: Naturalist 7.5 Multiple Intelligences in practice 8 Sundry extras 9 Thinking preferences in practice References, further reading and website information Chapter 5 Thinking Clearly Mind map and contents Vital for dyslexic/ SpLDs, good practice for all Tip: Record the instructions Working with this chapter Templates on the website Appendix 1, 2 and 3 1 Dipping-in to try out ideas 2 Context 2.1 Pausing and thinking clearly as part of dyslexia/ SpLD management 3 A little physiology and psychology of emotions 3.1 Emotional hi-jacking 3.2 Emotional states of mind and clear thinking 3.3 Confidence 3.4 Self-esteem 4 Breathing 4.1 Cardiac coherence 4.2 Good breathing 5 Relaxation 5.1 Physical exercise 5.2 Visualisation 6 Brain Gym 7 Neuro-Linguistic Programming (NLP) 7.1 Sit-stand 7.2 Some NLP concepts 7.3 Re-framing classification 7.4 Using challenges 7.5 NLP and memory 7.6 Neurological levels – Dilts’ levels 7.7 Using NLP 8 Other systems 9 The art of pausing and maintaining clear thinking References, further reading and website information Appendix 1 Resources Contents Templates on the website 1 General resources 2 Collecting information together 3 Prioritising 4 Generating useful questions 5 Surveying 6 Recording as you scan 7 Monitoring progress References and website information Appendix 2 Individual, Personal Profile of Dyslexia/ SpLD and Regime for Managing Dyslexia/ SpLD Contents Templates on the website 1 Living confidently 2 Building up insights 3 The tool box for living confidently 4 Updating the tool box 5 Negotiating accommodation References and website information Appendix 3 Key Concepts Contents Templates on the website Context 1 Thinking clearly (pausing) 1.1 Breathing 1.2 Relaxation 2 Using the mind well 2.1 Mind set 2.2 Chunking 2.3 Recall and check 2.4 Memory consolidation 2.5 Concentration 2.6 Metacognition 2.7 Objective observation 2.8 Reflection 2.9 Prioritising 2.10 A model of learning 3 Thinking preferences 3.1 Sense-based: visual, verbal and kinaesthetic 3.2 Rationale or framework 3.3 Holistic vs. linear 3.4 Motivation 3.4.1 Myers-Briggs Personality Type (MBPT) 3.4.2 Multiple Intelligences (MI) 3.5 ‘Other’ 4 Useful approaches 4.1 Materials and methods 4.2 Model for developing organisation 4.3 Comprehension 4.4 Key words 4.5 Know your goal 4.6 Planning 5 Aspects of dyslexia/ SpLD 5.1 Learned confusion 5.2 Oldest memory trace 5.3 Attention to learning 5.4 Average level of language skills a disadvantage 5.5 4 levels of compensation 5.6 Pitfalls 5.7 Accommodation 5.8 Degrees of severity 5.9 Stress 5.10 Benefits of recognising the problems References and website information Appendix 4 Group Work Contents 1 Context 2 Activities to explore Myers-Briggs Personality Type (MBPT) References Glossary Contents 1 Table: Symbols 2 Table: Specific Learning Difficulties (SpLDs) descriptions 3 Table: Acronyms 4 Table: Words and phrases, alphabetical list References and website information List of Templates on the Website List of templates Addendum A Role for Neurons Contents 1 Dipping-in to try out ideas 2 Context – questions 3 Building neuronal networks 4 Matured dyslexia/ SpLD 5 Questions answered 6 A new paradigm for education 7 Conclusion References Index Useful groups of entries Alphabetic entries